📚 Year 7 Cambridge Psychology: In-depth Analysis of Past Paper Questions | 剑桥7年级心理学：历年真题深度解析
Past paper questions are one of the most effective tools for mastering Year 7 Cambridge Psychology. By analysing real exam items, students can identify recurring themes, understand how marks are allocated, and develop clear, concise answering techniques. This article provides a detailed walkthrough of ten representative questions, covering core topics from research methods to memory and social influence. Each question is followed by a model answer and key commentary in both English and Chinese, helping learners build confidence and exam readiness.
历年真题是掌握剑桥7年级心理学最有效的工具之一。通过分析真实考题，学生可以识别反复出现的主题，理解分数分配方式，并培养清晰、简洁的作答技巧。本文将对十道代表性题目进行详细解析，涵盖从研究方法到记忆与社会影响等核心话题。每道题均配有英文与中文的模型答案及关键点评，助力学习者建立信心并做好考试准备。
1. What Is Psychology? | 什么是心理学？
Question: ‘Psychology is the scientific study of the mind, behaviour and experience.’ Explain what is meant by ‘scientific study’ in this definition. [3 marks]
题目：“心理学是对心理、行为和经验的科学研究。”请解释这一定义中“科学研究”的含义。[3分]
A scientific study means that psychologists rely on systematic methods and empirical evidence rather than personal opinions or intuition. This includes forming a hypothesis, collecting data through observation or experiments, and analysing results objectively. The process must be replicable so that other researchers can repeat the study and verify the findings.
科学研究意味着心理学家依赖系统化方法和实证证据，而非个人观点或直觉。这包括提出假设、通过观察或实验收集数据，并客观地分析结果。研究过程必须具有可重复性，以便其他研究者能够重复该研究并验证结果。
2. Naturalistic Observation | 自然观察法
Question: A psychologist wants to study how often teenagers share positive comments on social media. She decides to observe public posts without interacting with the users. Name the research method being used and give one strength of this approach. [2 marks]
题目：一位心理学家想研究青少年在社交媒体上分享正面评论的频率。她决定在不与用户互动的情况下观察公开帖子。请写出所使用的研究方法，并给出该方法的一个优点。[2分]
Method: Naturalistic observation (or covert observation). Strength: The participants behave naturally because they are unaware they are being watched, which increases the ecological validity of the data. There is no observer effect altering their online behaviour.
方法：自然观察法（或隐蔽观察）。优点：参与者由于不知道自己被观察而行为自然，这提高了数据的生态效度。观察者效应不会改变他们的线上行为。
3. Short-term and Long-term Memory | 短时记忆与长时记忆
Question: Give two differences between short-term memory (STM) and long-term memory (LTM). [4 marks]
题目：列出短时记忆（STM）与长时记忆（LTM）的两个区别。[4分]
Difference 1: Capacity – STM has a limited capacity of around 7±2 items, whereas LTM has a potentially unlimited capacity. Difference 2: Duration – information in STM lasts approximately 18–30 seconds without rehearsal, while information in LTM can be stored for a lifetime.
区别一：容量——短时记忆的容量有限，约为7±2个组块，而长时记忆的容量几乎是无限的。区别二：持续时间——短时记忆中的信息在不经复述的情况下只能保持大约18至30秒，而长时记忆中的信息可以维持一生。
4. Piaget’s Stages: Concrete Operations | 皮亚杰阶段理论：具体运算阶段
Question: In Piaget’s theory, children in the concrete operational stage (around 7–11 years) can solve conservation tasks. Explain what ‘conservation’ means and give an example. [3 marks]
题目：在皮亚杰的理论中，处于具体运算阶段（约7–11岁）的儿童能够解决守恒任务。解释“守恒”的含义并举例说明。[3分]
Conservation is the understanding that quantity remains the same even when the appearance of an object changes. For example, when water is poured from a short, wide beaker into a tall, thin one, a child who has mastered conservation knows the amount of water is unchanged, because no water was added or removed.
守恒是指即使物体的外观发生变化，其数量仍保持不变的理解。例如，当水从一个矮宽的烧杯倒入一个高细的烧杯时，掌握了守恒概念的儿童知道水量没有改变，因为没有添加或倒出水。
5. Asch’s Conformity Experiment | 阿希从众实验
Question: In a classic study, participants were asked to match the length of a line to three comparison lines. When confederates gave wrong answers, many real participants conformed. Identify one factor that reduced conformity in Asch’s variations. [2 marks]
题目：在一项经典研究中，被试需要将一条线段的长度与三条比较线段进行匹配。当实验同伙给出错误答案时，许多真实被试选择了从众。指出在阿希的变式实验中降低从众率的一个因素。[2分]
One factor was the presence of a dissenter – when one confederate gave the correct answer, conformity dropped significantly. This broke the unanimity of the group and gave the real participant social support to resist the majority influence.
一个因素是异议者的存在——当有一名同伙给出正确答案时，从众比例显著下降。这打破了群体的一致性，并为真实被试提供了抵抗多数人影响的社会支持。
6. Classical Conditioning: Pavlov’s Dogs | 经典条件反射：巴甫洛夫的狗
Question: Pavlov noticed that dogs began to salivate at the sound of a bell. Label the following in this scenario: Unconditioned Stimulus (UCS), Conditioned Stimulus (CS), Conditioned Response (CR). [3 marks]
题目：巴甫洛夫注意到狗一听到铃声就开始分泌唾液。请对该情境中的下列项目进行标注：无条件刺激（UCS）、条件刺激（CS）、条件反应（CR）。[3分]
UCS = Food (it naturally causes salivation). CS = Bell (originally neutral, but after pairing with food it triggers salivation). CR = Salivation in response to the bell alone.
无条件刺激（UCS）= 食物（自然引起唾液分泌）。条件刺激（CS）= 铃声（最初为中性，但与食物配对后引发唾液分泌）。条件反应（CR）= 仅对铃声产生的唾液分泌。
7. Operant Conditioning: Reinforcement | 操作性条件反射：强化
Question: A teacher gives a student a sticker every time she completes her homework on time. The student then starts submitting homework more regularly. Identify the type of reinforcement and explain why it increases the behaviour. [2 marks]
题目：一位老师每次在学生按时完成作业后都给她一张贴纸。这名学生随后更频繁地提交作业。请识别强化的类型，并解释其为何能增加该行为。[2分]
Type: Positive reinforcement. The sticker (a pleasant stimulus) is added after the desired behaviour, making it more likely that the student will repeat the behaviour to obtain the reward again.
类型：正强化。在期望行为出现后加入贴纸（愉悦刺激），使得学生更有可能为了再次获得奖励而重复该行为。
8. Visual Illusions: The Müller-Lyer Illusion | 视觉错觉：缪勒-莱耶错觉
Question: Look at the Müller-Lyer illusion with two lines ending in arrowheads. One line looks longer even though the lines are the same length. Using the concept of size constancy, suggest one explanation for this illusion. [2 marks]
题目：观察缪勒-莱耶错觉，其中两条线段末端带有箭头，尽管线段长度相等，其中一条看起来更长。运用大小恒常性的概念，对该错觉提出一种解释。[2分]
One explanation is misapplied size constancy. The arrowheads that point inwards create a retinal image similar to the inside corner of a room, which appears further away. Because the brain scales up the size of a distant object to maintain constant perception, the line with inward-pointing arrows is judged as longer.
一种解释是大小恒常性的误用。向内指的箭头在视网膜上形成的影像类似于房间的内角，显得更远。由于大脑会将远处物体的尺寸放大以保持知觉恒定，因此带有向内箭头的那条线被判断为更长。
9. Kohlberg’s Moral Development: Heinz Dilemma | 科尔伯格道德发展：海因茨困境
Question: In the Heinz dilemma, a man steals a drug to save his dying wife. A child says stealing is wrong because ‘you will be punished’. Name Kohlberg’s level of moral reasoning shown here and give one characteristic of this level. [2 marks]
题目：在海因茨困境中，一名男子为救垂死的妻子而偷药。一个孩子说偷窃是错的，因为“你会受到惩罚”。请指出此处所展现的科尔伯格道德推理水平，并给出该水平的一个特征。[2分]
Level: Preconventional morality. Characteristic: At this level, moral decisions are based on avoiding punishment and gaining rewards, rather than following social rules or internal principles.
水平：前习俗道德水平。特征：在此水平上，道德决定基于避免惩罚和获得奖励，而非遵循社会规则或内在原则。
10. Brain and Behaviour: Phineas Gage | 大脑与行为：菲尼亚斯·盖奇案例
Question: Phineas Gage suffered a severe brain injury when an iron rod passed through his frontal lobe. After the accident, his personality changed dramatically. What does this case study suggest about the role of the frontal lobe? [3 marks]
题目：菲尼亚斯·盖奇在一根铁棍穿过其额叶时遭受了严重的脑损伤。事故后，他的人格发生了巨大变化。这一案例研究对额叶的作用有何启示？[3分]
The case suggests that the frontal lobe is involved in regulating personality, emotional control and social behaviour. Before the accident Gage was described as responsible and calm; afterwards he became impulsive and irritable, indicating that damage to the frontal lobe can impair impulse inhibition and decision-making processes.
该案例表明额叶参与调节人格、情绪控制和社会行为。事故前盖奇被描述为负责且冷静；事故后变得冲动易怒，说明额叶损伤可能损害冲动抑制和决策过程。
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